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Annotated Bibliography
Selected Resources for Teaching Greek and Latin
John Gruber-Miller
Last updated: October 2006
This bibliography does not claim to be exhaustive, but is intended as a starting point for language teachers who wish to explore specific topics in more depth. The works listed below are selected because they are good introductions to the topic, are accessible, and/or include practical activities for classroom use.
Table of Contents
Places to Start
Focus on the Learner
Focus on the Language
Other Issues/Other Resources
Professional Development
Places to Start
Introductory Textbooks
Celce-Murcia, Marianne, ed. 2001. Teaching English as a Second or Foreign Language. 3rd ed. Boston, MA: Heinle & Heinle.
Sections on teaching methodologies, the four language skills, teaching grammar, integrated approaches, learner needs, and on-going teacher development. Each chapter includes activities for classroom use.
Hadley, Alice Omaggio. 2001. Teaching Language in Context. 3rd ed. Boston, MA: Heinle & Heinle.
A proficiency-oriented approach to language teaching, where proficiency is the goal of language learning, not the method. Reviews research on language learning, various teaching methodologies, and the importance of context in comprehending and learning a language. Additional chapters on the four skills, culture, testing, and designing the curriculum integrate research and specific classroom activities.
Ramírez, Arnulfo G. 1995. Creating Contexts for Second Language Acquisition: Theory and Methods. White Plains, NY: Longman.
Presents communication-based, proficiency-based, and learner-centered approaches to second language instruction. Reviews second language acquisition research and integrates this research into chapters on student learning styles, culture, the four skills, and testing. Each chapter offers practical examples for increasing student language skills.
Shrum, Judith, and Eileen W. Glisan. 2000. Teacher’s Handbook: Contextualized Language Instruction. 2nd ed. Boston, MA: Heinle & Heinle.
A great text for teaching a methods course. Argues that language introduced and taught in meaningful contexts develops learner competency, and that learning and development are as much social processes as cognitive processes. Incorporates the Standards into each chapter. Each chapter also offers teaching examples and case studies for readers to reflect on, providing examples from elementary, middle, high schools, and beyond. Finally, the role of sociocultural theory, especially Vygotsky’s zone of proximal development, is integrated into each chapter’s conceptual framework.
Research on Second Language Acquisition (SLA)
Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. 4th ed. Englewood Cliffs, NJ: Prentice-Hall.
Reviews research on how we learn languages (first and second) and how learner styles, personality and sociocultural factors influence language acquisition; defines communicative competence, and summarizes various theories of second language acquisition. Less technical than Gass and Selinker.
Cook, Vivian. 2001. Second Language Learning and Teaching. 3rd ed. London, ENG: Edward Arnold.
Geared to language teachers and teacher-trainees, the book begins with particular aspects of SLA--how we learn grammar, pronunciation, vocabulary, and writing–and gradually expands to larger issues--how learners process language by listening and reading, learner characteristics, language in the classroom and in society. The book ends with overall models of SLA and styles of language teaching. Intended audience similar to Brown.
Gass, Susan, and Larry Selinker. 2001. Second Language Acquisition: An Introductory Course. 2nd ed. Hillsdale, NJ: Lawrence Erlbaum.
More detailed introduction to second language acquisition. Chapters on the influence of first language on second language acquisition; SLA and linguistics; universal grammar; learners’ interlanguage; input, interaction, and output; learner characteristics; the lexicon; and instructed second language learning.
Mitchell, Rosamond, and Florence Myles. 1998. Second Language Learning Theories. London, ENG: Arnold.
Written by an expert in second language teaching and a linguist with research interests in second language acquisition, the book surveys and critiques theories of second language learning, linguistic, psycholoinguistic, and sociolinguistic. The book is intended as an introduction to the field for students without substantial background in linguistics. Each chapter reviews a select number of empirical studies to illustrate the kind of research characteristic of the approach under discussion, the scope and nature of the language facts which are felt to be important, and the kinds of generalizations to be drawn.
Macaro, Ernesto. 2003. Teaching and Learning a Second Language: A Review of Recent Research. London, ENG: Continuum.
Macaro writes this review of recent research with a teacher in mind. He includes chapters on theories, grammar, and methods, vocabulary, attitudes and motivation, reading, listening, oral interaction, and writing.
History of Language Teaching and Language Teaching Methodologies
Kelly, L. G. 1969. 25 Centuries of Language Teaching: An Inquiry into the Science, Art, and Development of Language Teaching Methodology, 500 B.C.-1969. Rowley, MA: Newbury House.
The title says it all.
Kitchell, Kenneth F., Jr. 1998. “The Great Latin Debate: The Futility of Utility.” In Richard A. LaFleur, ed. Latin for the 21st Century. Glenview, IL: Scott Foresman-Addison Wesley. 1-14.
A brief history of “how Latin has been taught, attacked, and defended at various crucial points in its history.”
Larsen-Freeman, Diane. 2000. Techniques and Principles of Language Teaching. 2nd ed. Oxford, ENG: Oxford University Press.
Explores language teaching methodologies from grammar-translation and the Direct Method to Total Physical Response and Communicative Language Teaching. It also includes more recent methodological innovations, such as content-based, task-based, and participatory approaches as well as strategy training, cooperative learning, and multiple intelligences. Readers are encouraged to reflect on their own beliefs and develop their own approach to language teaching.
Richards, Jack C., and Theodore S. Rogers. 2001. Approaches and Methods in Language Teaching. 2nd ed. Cambridge, ENG: Cambridge University Press.
A survey of the major foreign language teaching methodologies of the 20th century, discussing the theory of language learning, goals, and classroom activities and techniques behind each approach.
Sebesta, Judith Lynn. 1998. “ALIQUID SEMPER NOVI: New Challenges, New Approaches.” In Richard A. LaFleur, ed. Latin for the 21st Century. Glenview, IL: Scott Foresman-Addison Wesley. 15-24.
A review of how Latin has been taught since World War II.
Implementing National Standards
Abbott, Martha G., Sally Davis, and Richard C. Gascoyne. 1998. “National Standards and Curriculum Guidelines.” In Richard A. LaFleur, ed. Latin for the 21st Century. Glenview, IL: Scott Foresman-Addison Wesley. 44-58.
Presents the historical context for the creation of the Standards, explains each of the Standards, and offers curriculum guidelines for Latin I-II.
Gascoyne, Richard, et al. 1997. Standards for Classical Language Learning. Oxford, OH: American Classical League.
Presents not only the five goals–Communication, Culture, Connections, Comparisons, and Communities– for learning Latin and Greek, but also sample progress indicators for each level, fifteen classroom scenarios, plus FAQ’s about the Standards.
Phillips, June K., and Jamie Draper. 1999. The Five Cs: The Standards for Foreign Language Learning WorkText. Boston, MA: Heinle.
Designed for self-study or teacher-training courses: each section asks the reader to analyze the Standards and relate it to his or her own teaching, create materials for the classroom, and reflect on the results. Also contains a summary of the Standards.
Phillips, June K., and Robert M. Terry, eds. 1998. Foreign Language Standards: Linking Research, Theories, and Practices. ACTFL Foreign Language Education Series. Lincolnwood, IL: National Textbook.
Chapters on Goals 1-4 plus a chapter on “Meeting the needs of all learners: case studies in computer-based foreign language reading”; discusses primarily the theoretical underpinnings of the Standards with some practical applications.
Focus on the learner
Learning Styles/Learner Variables
Claxton, Charles S., and Patricia H. Murrell. 1987. Learning Styles: Implications for Improving Educational Practices. ASHE-ERIC Higher Education Report No. 4. College Station, TX: Association for the Study of Higher Education.
Reviews four approaches to learning styles of college students: personality, information processing, social interaction, and instructional methods. Includes techniques for applying one’s knowledge on learning styles to improve student learning.
Ehrman, Madeline E. 1996. Understanding Second Language Learning Difficulties. Thousand Oaks, CA: SAGE Publications.
This book is designed for classroom teachers to diagnose learning difficulties and begin to remedy those difficulties. It includes case studies that present readily identifiable, relatively easy-to-understand types of learners, addressing learning styles, affective factors, and learning strategies.
Ehrman, Madeline E., Betty Lou Leaver, and Rebecca L. Oxford. 2003. “A Brief Overview of Individual Differences in Second Language Learning.” System 31: 313-30.
Offers a brief, but broad overview of individual differences in language learning, focusing on learning styles, learning strategies, and affective variables, such as motivation.
Horwitz, Elaine K., and Dolly J. Young. 1991. Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice-Hall.
Includes a review of anxiety research, presents theoretical conceptualizations of language anxiety, empirical findings, students’ perspectives, and teaching strategies for helping learners cope with anxiety.
O’Malley, J. Michael, and Anna Uhl Chamot. 1993. “Learner Characteristics in Second Language Acquisition.” In Alice Omaggio Hadley, ed. Research in Language Learning: Principles, Processes, and Prospects. Lincolnwood, IL: National Textbook. 96-123.
Provides a view of learning based on cognitive theory; describes learning strategies (metacognitive, cognitive, and social/affective), motivation, aptitude, and learning style; reviews empirical research; and discusses intructional implications.
Oxford, Rebecca L. 1990. Language Learning Strategies: What Every Teacher Should Know. New York, NY: Newbury House.
Offers practical recommendations for developing students’ second language learning strategies, including detailed suggestions for strategy use in each of the four language skills.
Oxford, Rebecca L. 1996. “New Pathways of Language Learning Motivation.” In Rebecca L. Oxford, ed. Language Learning Motivation: Pathways to the New Century. Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center. 1-8.
Presents a short overview of the history of language learning motivation research and discusses current efforts to expand the theory of language learning motivation.
Reid, Joy, ed. 1998. Understanding Learning Styles in the Second Language Classroom. Upper Saddle River, NJ: Prentice-Hall.
Features sixteen chapters on such topics as introduction to multiple intelligence theory and second language learning, bridging the gap between teaching styles and learning styles. Additional chapters on how learning styles intersect with reading, writing, collaboration, technology, and LD. An appendix contains a compilation of instruments useful for identifying learning styles.
Feminist approaches
Brantmeier, Cindy. 2001. “Second Language Reading Research on Passage Content: Challenges for the Intermediate Curriculum.” Foreign Language Annals 34: 325-33.
Summarizes research on passage content and gender on reading comprehension and shows that passage content clearly influences one gender to be more successful than the other.
Calder, William M., and Judith P. Hallett, eds. 1996-97. Special Issue: Six Women Classicists. Classical World 90.2-3: 83-197.
Biographical articles on Abby Leach, Edith Hamilton, Gertrude Hirst, Elizabeth Haight, Gertrude Smith, and Mary White.
Chavez, Monika. 2001. Gender in the Language Classroom. New York: McGraw-Hill.
Surveys and summarizes research on language learning and gender. Topics include gender and achievement, male-female interaction and behavior, motivation, beliefs, and learning styles.
Garrett, Alice. 2002. “Teaching Latin with a Feminist Consciousness.” Classics Technology Center (CTCWeb). On-line. Available: http://ablemedia.com/ctcweb/netshots/lat101garrett1.html.
Good place to start. Defines feminism and feminist consciousness; provides basic questions to ask to see if women are represented, and critiques three reading textbooks: OLC, CLC, Ecce.
McClure, Laura, ed. 2000. “Special section on Feminist Pedagogy.” Classical World 94.1: 53-71.
Includes articles by McClure on feminist approaches and the classics, Hoover on contextualizing learning with a case study of the OLC and Wheelock, Strange on a collaborative approach to teaching the Somnium Scipionis, and Gold on teaching and learning beginning Greek.
Rifkin, Benjamin, et al. 1998. “Gender Representation in Foreign Language Textbooks: A Case Study of Textbooks in Russian.” Modern Language Journal 82: 217-36.
Establishes a series of criteria for assessing the equity of gender representation in foreign language textbooks, and then applies the criteria to Russian textbooks.
Schmitz, Betty. 1985. Integrating Women's Studies into the Curriculum: A Guide and Bibliography. Old Westbury, NY: Feminist Press.
Seminal work that identifies four categories for assessing the representation of women in elementary foreign language textbooks: exclusion, subordination, distortion, and degradation
Multicultural Awareness/Diversity in the ancient world
Chew, Kristina. 1997. “What Does E Pluribus Unum Mean? Reading the Classics and Multicultural Literature Together.” Classical Journal 93: 55-81.
Focuses primarily on literature in translation, but offers reasons and ways for increasing diversity in the classroom.
George, Edward V. 1998. “Latin and Spanish: Roman Culture and Hispanic America.” In Richard A. LaFleur, ed. Latin for the 21st Century. Glenview, IL: Scott Foresman-Addison Wesley. 227-236. Additional materials On-line. Available: http://www2.tltc.ttu.edu/george/LatSpanWebsite/LatSpanMasterPage.htm.
Offers arguments for adding Spanish to the Latin classroom. Provides overview of connections between Latin and Spanish along with practical activities and charts comparing the two languages.
Maiken, Peter T. 1991. “Latin as Minority Motivator.” Classical Outlook 69: 11-14.
Describes the multicultural Alexandria Project in Beloit, Wisconsin.
Students with Special Needs
Ashe, Althea. 1998. “Latin for Special Needs Students: Meeting the Challenge of Students with Learning Disabilities.” In Richard A. LaFleur, ed. Latin for the 21st Century. Glenview, IL: Scott Foresman-Addison Wesley. 237-50.
Briefly describes why we need to accommodate LD students, why Latin may be a good language for LD students to study, and offers some basic ways to accommodate LD students: response journals, accountability logs, multisensory approach, vocabulary techniques, verb and noun charts, and testing accommodations.
Sparks, Richard L., Kay Fluharty, Leonore Ganschow, and Sherwin Little. 1995. “An Exploratory Study on the Effects of Latin on the Native Language Skills and Foreign Language Aptitude of Students with and Without Learning Disabilities.” Classical Journal 91: 165-84.
Hypothesizes that LD students’ native language skills improve when taught Latin with a multisensory approach.
Sparks, Richard L., Leonore Ganschow, Silvia Kenneweg, and Karen Miller. 1991. “Use of an Orton-Gillingham Approach to Teach a Foreign Language to Dyslexic/Learning Disabled Students: Explicit Teaching of Phonology in a Second Language.” Annals of Dyslexia 41: 96-117.
Explains a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology. It emphasizes simultaneous writing and pronunciation so that students can “see,” “hear,” and “do” the language.
Collaborative and Cooperative Learning
Davis, Robert L. 1997. “Group Work is NOT Busy Work: Maximizing Success of Group Work in the L2 Classroom.” Foreign Language Annals 30: 265-79.
Useful overview of using group work, offering guidelines for implementing group work and suggestions for specific activities within a communicative framework.
Fathman, Ann K., and Carolyn Kessler. 1993. "Cooperative Language Learning in School Contexts." Annual Review of Applied Linguistics 13: 127-140.
Examines the major principles of cooperative learning and applies them to learning foreign languages.
Kessler, Carolyn, ed. 1992. Cooperative Language Learning: A Teacher's Resource Book. Englewood Cliffs, NJ: Prentice Hall Regents.
The essays in Part 1, Foundations of Cooperative Learning, make the case that CL enhances interaction and communication in the classroom. Part 2, Language through Content, shows how language is a tool for learning content. Part 3, Focus on Teachers, compares teacher-fronted classrooms with student-centered CL. Sample mini-lessons are included in a number of chapters.
Oxford, Rebecca L., and Martha Nyikos, eds. 1997. Special Issue on “Interaction, Collaboration, and Cooperation: Learning Languages and Preparing Language Teachers.” Modern Language Journal 81.4.
The lead article defines interaction, collaboration, and cooperative learning and presents the research behind each. Additional articles on interacting with authentic texts, computer-mediated collaborative learning, group dynamics and motivation, interactive listening, and collaborative learning in teacher education.
Whitman, Neal A. 1988. Peer Teaching: To Teach is To Learn Twice. ASHE-ERIC Higher Education Report No. 4. College Station, TX: Association for the Study of Higher Education.
Describes the use of students as teachers in higher education. Four sections discuss 1) the psychological basis for benefits of peer teaching; 2) types of peer teaching; 3) strategies for implementing peer teaching at the institutional level; and 4) classroom level.
Williams, Mark F. 1991. "Collaborative Learning in the College Latin Classroom." Classical Journal 86.3: 256-261.
Argues that collaborative learning in intermediate Latin can not only help students become “owners” of the subject matter and reinforce fundamentals of grammar and syntax, but also help students make the jump from grammar and syntax to the great themes and values conveyed by the language. The article then offers an explanation and examples of three types of questions each group must answer: observation, interpretation, and application.
FLES (Foreign Language in the Elementary School)
Osburn, LeaAnn. 1998. “Latin in the Middle Grades.” In Richard A. LaFleur, ed. Latin for the 21st Century. Glenview, IL: Scott Foresman-Addison Wesley. 70-89.
Describes characteristics of middle grade learners, different approaches to designing middle grade programs, and characteristics of effective instruction, sample activities, and resources for teaching the middle grades.
Polsky, Marion. 1998. “Latin in the Elementary Schools.” In Richard A. LaFleur, ed. Latin for the 21st Century. Glenview, IL: Scott Foresman-Addison Wesley. 59-69.
Briefly surveys the history of K-6 Latin programs, provides an annotated list of textbooks available, and describes characteristics of younger learners.
Focus on the Language
Listening and Speaking
Abernathy, Faye, Jill Crooker, Margaret Curran, and David Perry. 1990. The Development of Oral Skills in Latin with Visuals. A Supplementary Guide to the Syllabus Latin for Communication. Draft Copy. Albany, NY: New York State Education Department.
A wide variety of classroom activities.
Auden, H. W. Greek Phrase Book. London, ENG: Duckworth.
Thousands of words and phrases organized by topic, each accompanied by citations from ancient authors. See Latin Phrase Book below.
Beach, Goodwin B., and Ford Lewis Battles. 1967. Locutionum Cotidianarum Glossarum: A Guide to Latin Conversation. 3rd ed. Hartford, CT: Hartford Seminary Press.
A glossary of terms culled from Plautus, Terence, Cicero’s letters, Cato, Varro, Columella, Petronius, and Apicius, needed for daily situations, domestic, business, agricultural, and general daily life.
Littlewood, William. 1992. Teaching Oral Communication: A Methodological Framework. Oxford, ENG: Blackwell.
Offers a framework for learning language that integrates grammar into a communicative methodology, and discusses a range of communicative activities that help learners internalize the language system so that they can eventually use language for authentic communication.
Meissner, C. 1981. Latin Phrase Book. Trans. H. W. Auden. London, ENG: Duckworth.
More extensive than Beach and Battles; covers daily life as well as more abstract topics, such as the human life, the mind, emotions, virtues and vices, arts and sciences, and religion.
Peckett, C. W. E. 1992. “The Oral Method.” JACT Review 11: 4-8.
Explains how the Oral Method for teaching languages arose from the Direct Method; gives many examples of how to teach various grammatical constructions; guidelines for teaching Latin orally.
Strasheim, Lorraine. 1987. Total Physical Response. Amherst, MA: Classical Association of New England.
Activities for Latin students that integrate movement and listening.
Traupman, John. 2003. Conversational Latin for Oral Proficiency. 3rd ed. Wauconda, IL: Bolchazy-Carducci.
Chapters arranged by topics, such as greetings, family, leisure activities. Each chapter includes model conversations at three levels of difficulty and topical vocabulary.
Wills, Jeffrey. 1998. “Speaking Latin in Schools and Colleges.” Classical World 92: 27-34.
Offers five simple oral activities for classroom use. Argues that adding some oral work in classical languages is useful because it reaches a greater number of students, adds variety to the classroom, reduces the affective filter, students recognize the usefulness of oral Latin, is often more efficient than writing.
Reading (not translation)
Aebersold, Jo Ann, and Mary Lee Field. 1997. From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. Cambridge, ENG: Cambridge University Press.
Chapters on models of reading, factors that influence reading in a foreign language, designing a reading course, preparing to read, reading the text, reviewing reading, vocabulary issues in teaching reading, using literature, assessing foreign language reading, and planning the reading lesson.
Barnett, Marva A. 1989. More than Meets the Eye. Foreign Language Reading: Theory and Practice. Englewood Cliffs, NJ: Prentice-Hall.
Reviews research on reading, both first and second language, and includes many activities for developing reading proficiency.
Carrell, Patricia L., Joanne Devine, and David Eskey, Eds. 1988. Interactive Approaches to Second Language Reading. Cambridge, ENG: Cambridge University Press.
Papers that explore reading processes, especially the interaction of bottom-up and top-down processes in second language reading. Review of research, new case studies, and implications for instruction.
Devitt, Sean. 1997. “Interacting with Authentic Texts: Multilayered Processes.” The Modern Language Journal 81: 457-69.
Links the two fields of second language acquisition and reading research and encourages several layers of interactive processes in reading authentic texts.
Dixon, Mollie. 1993. “Read Latin Aloud.” JACT Review 13 (1993) 4-8.
The benefits of reading Latin aloud to help students learn to read phrase by phrase and in Latin word order.
Grabe, William, and Fredericka Stoller. 2002. Teaching and Researching Reading. Harlow, ENG: Pearson Education.
Excellent summary of recent research on L1 and L2 reading and how it applies to teaching reading.
Hoyos, Dexter. 1993. “Reading, Recognition, Comprehension: The Trouble with Understanding Latin.” JACT Review 13:11-16.
Argues against the approach of decoding or disentangling of a Latin sentence; offers four basic principles for reading; then illustrates typical patterns in Roman prose: chronological order and logical arrangement. In addition, clauses and phrases are framed by the first and last words, words which define the essential structure of the group, in a kind of 'arch' structure.
Hoyos, B. Dexter. 1997. Latin. How to Read It Fluently: A Practical Manual. Amherst, MA: Classical Association of New England.
A more detailed version of Hoyos’ approach to reading Latin in Latin word order.
O’Neal, William J. 1990. “Transitional Latin and the Gods.” Classical Journal 85: 142-47.
Describes the benefits of reading authentic texts about mythology which will help students of Latin make the transition from beginning to intermediate levels. In particular, he discusses the style, syntax, and proclivities of the first Vatican mythographer (fl. 415 CE), Second Vatican Mythographer (Carolingian Age), and the Third Vatican Mythographer (12th century CE).
Phillips, June K. 1984. "Practical Implications of Recent Research in Reading." Foreign Language Annals 17: 285-96.
A great article. Reviews research and then applies it to the classroom with numerous suggested activities.
Writing
Carson, Joan G., and Ilona Leki, Eds. Reading in the Composition Classroom: Second Language Perspectives. Boston, MA: Heinle & Heinle.
Review of research on reading-writing connections as well as the presentation of original research on cognitive and social issues pertinent to the relationship of reading and writing.
Grabe, William, and Robert B. Kaplan. 1996. Theory and Practice of Writing. London and New York: Longman.
Reviews research on writing in both first and second languages, proposes a theory of writing, and provides many practical ways to teach writing at beginning, intermediate, and advanced levels.
Kroll, Barbara, ed. 1990. Second Language Writing: Research Insights for the Classroom. Cambridge, ENG: Cambridge University Press.
First half reviews current research on theoretical approaches to second language composition, process approaches to writing, responding to student writing, and connections between reading and writing. The second half reports on new studies that explore issues such as the effect of first language on second language writing, in-class vs. at-home compositions, schema training, and feedback on student compositions.
Raimes, Ann. 1983. Techniques in Teaching Writing. Oxford, ENG: Oxford University Press.
Chapters include techniques in using pictures, using readings, using all language skills, in using controlled writing, in teaching organization, and responding to student writing.
Reid, Joy. 1993. Teaching ESL Writing. Englewood Cliffs, NJ: Prentice-Hall.
Includes chapters on research of both first and second language writing, syllabus design, student and teacher styles and strategies, sample assignments, and responding and evaluating student writing.
Grammar in a Communicative Context
Celce-Murcia, Marianne, and Sharon Hillis. 1988. Techniques and Resources in Teaching Grammar. New York, NY: Oxford University Press.
Practical activities for introducing grammar into the classroom. Chapters on listening and responding, telling stories, drama, pictures, realia, and graphics, songs and verse, games and problem-solving activities, and text-based activities.
Deagon, Andrea Webb. 1991. "Learning Process and Exercise Sequencing in Latin Instruction." Classical Journal 87: 59-70.
Recommends both variety and a gradual sequencing of language activities that develop automatic responses, keep anxiety levels low, and reinforce vocabulary and syntax within meaningful contexts. Includes examples of classroom activities.
Larsen-Freeman, Diane. 2001. “Teaching Grammar.” In Marianne Celce-Murcia, ed. Teaching English as a Second or Foreign Language. 3rd ed. Boston, MA: Heinle & Heinle. 251-66.
Discusses a framework for teaching grammar that integrates form, function, and meaning.
Mahoney, Anne. 2004. “The Forms You Really Need to Know.” Classical Outlook 81: 101-105.
Analyzes the relative frequency of verb and noun forms in Greek and Latin literature in order to argue what forms beginning and intermediate students should concentrate on.
Ruebel, James S. 1996. “The Ablative as Adverb: Practical Linguistics and Practical Pedagogy.” Classical Journal 92: 57-63.
Argues that labels for the many uses of the ablative can be less than helpful for beginning students and shows the usefulness of teaching the ablative as a noun-phrase used as an adverb, answering the questions “how,” “when,” “why,” or “where.”
Seligson, Gerda, and Daniel J. Taylor. 1985. “Relief Is in Sight: Observations on Greek and English Grammar.” Classical Journal 80: 157-58.
Explains αὐτός, ἄν, uses of the optative, and sequence of moods.
Ur, Penny. 1988. Grammar Practice Activities: A Practical Guide for Teachers. Cambridge: Cambridge University Press.
Part 1 contains guidelines for the design of grammar activities and practical hints; Part 2 contains over 200 game-like activities for practicing English grammar (many can be adapted to Latin or Greek).
Vocabulary
Gairns, Ruth, and Stuart Redman. 1986. Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge, ENG: Cambridge University Press.
A practical guide for how teachers can select, organize, and teach vocabulary at all levels. The book is divided into three sections: words and their meanings, principles in teaching and learning vocabulary, and classroom activities.
Muccigrosso, John D. 2004. “Frequent Vocabulary in Latin Instruction.” Classical World 97: 409-33.
Nation, I. S. P. 2001. Learning Vocabulary in Another Language. Cambridge, UK: Cambridge University Press.
Offers a detailed survey of research on learning vocabulary, successful strategies for learning vocabulary, and tips for using class time efficiently in teaching vocabulary.
Nation, I. S. P. 1990. Teaching and Learning Vocabulary. New York, NY: Newbury House.
Rydberg-Cox, Jeffrey, and Anne Mahoney. 2002. “Vocabulary Building in the Perseus Digital Library.” Classical Outlook 79: 145-49.
Explains the how to use the Perseus Vocabulary Tool to create specialized vocabulary lists for beginning, intermediate, and advanced students.
Other Issues, Other Resources
Second Culture Acquisition
Allen, Linda Quinn. 2004. “Implementing a Culture Portfolio Project within a Constructivist Paradigm.” Foreign Language Annals 37: 232-39.
Students identify stereotypes about the target culture and their own culture, do research, and then accept or reject the validity of the stereotypes. Students also demonstrate their own thinking process by explaining how their various sources of information led them to accept or reject their hypotheses.
Crawford-Lange, L.M., and D.L. Lange. 1984. “Doing the Unthinkable in the Second-Language Classroom: A Process for the Integration of Language and Culture.” In T.V. Higgs, ed. Teaching for Proficiency, The Organizing Principle. ACTFL Foreign Language Education Series. Lincolnwood, IL: National Textbook. 139-77.
Advocates an approach that begins with culture and leads to language learning, that asks students to understand culture within a larger framework, that teaches cultural understanding as a process that helps students move from stereotypes to cultural awareness, that includes students’ experiences and feelings about the culture.
Jourdain, Sarah. 1998. “Building Connections to Culture: A Student-Centered Approach.” Foreign Language Annals 31: 439-47.
Describes a three phase model for addressing culture: information gathering, target-language communication, and discussion of cultural values. The student-centered focus helps students strengthen their research and communication skills; the teacher acts as a facilitator and guide.
Kramsch, Claire. 1993. Context and Culture in Language Teaching. New York, NY: Oxford University Press.
Explores the importance of cultural context in language teaching. Proposes a dialectic between the voices of the students, the text, and the target culture to help understand the multiplicity of voices to be negotiated and appreciated in teaching language and culture.
Moran, Patrick. 2001. Teaching Culture: Perspectives in Practice. Boston, MA: Heinle & Heinle.
A readable introduction to teaching culture that integrates teachers’ voices and self-reflective investigations. Separate chapters on defining culture, cultural products, practices, and perspectives, cultural communities and persons, and the culture learning process.
Scott, Virginia M., and Julie A. Huntington. 2002. “Reading Culture: Using Literature to Develop C2 Competence.” Foreign Language Annals 35: 622-31.
Argues that literary texts, even at the beginning level, can contribute to students’ knowledge and understanding of other cultures through affective learning and cognitive flexibility.
Storme, Julie A., and Mana Derekhshani. 2002. “Defining, Teaching, and Evaluating Cultural Proficiency in the Foreign Language Classroom.” Foreign Language Annals 35: 657-68.
Summarize recent research, propose a model of culture teaching, and make suggestions for the evaluation of cultural proficiency
Testing and Assessment
Bachman, Lyle F., and Adrian S. Palmer. 1996. Language Testing in Practice. New York, NY: Oxford.
Provides a conceptual framework and step-by-step processes for test making. Topics include the qualities of test usefulness; interrelationship of language testing, language teaching, and language use; performance testing; fairness in testing; and recognition that test scores are only one piece of information in making decisions about test-takers.
Bailey, Kathleen M. 1998. Learning about Language Assessment: Dilemmas, Decisions, and Directions. Pacific Grove, CA: Heinle & Heinle.
Provides a practical analysis of language assessment theory and accessible explanations of the statistics involved; focuses on communicative language testing and alternative assessments for the classroom.
Delett, Jennifer S., Sarah Barnhardt, and Jennifer A. Kevorkian. 2001. “A Framework for Portfolio Assessment in the Foreign Language Classroom.” Foreign Language Annals 34: 559-68.
Guide teachers to establish the purpose and objectives, decide the contents, and create meaningful criteria for portfolio assessment.
Genesee, Fred, and John A. Upshur. 1996. Classroom-Based Evaluation in Second Language Education. Cambridge, ENG: Cambridge.
Present the context of second language evaluation (3 chapters); understand ‘evaluation’ to include classroom observation, portfolios, conferences, journals, questionaires, and interviews (3 chapters); and discuss both objective-referenced or classroom-based and standardized tests (6 chapters).
Technology
Bush, Michael D., and Robert M. Terry, Eds. 1997. Technology-Enhanced Language Learning. ACTFL Foreign Language Education Series. Lincolnwood, IL: National Textbook.
Excellent collection of essays produced for ACTFL, offering essays on how to use technology to teach the four skills, using technology ranging from software and CDs to local area networks to the Internet. Also includes chapters on evaluating technology resources, designing labs, and implementing technology.
Cameron, Keith, ed. 1999. Computer Assisted Language Learning (CALL): Media, Designs, and Applications. Lisse: Swets and Zeitlinger.
Articles on computer-mediated communication, user-driven and content-driven research and development of programs, authoring programs, CALL design, evaluation, sociocollaborative language learning, speech recognition, grammar checking, visual grammar, corpora of texts, and computer-assisted writing.
Crane, Gregory. 1998. “New Technologies for Reading: The Lexicon and the Digital Library.” Classical World 91: 471-501.
Discusses differences between printed sources and the Internet in accessing lexical information while reading. In particular, notes how Liddell-Scott-Jones, Greek-English Lexicon, 9th ed. (Oxford 1940) is transformed in hyperspace.
De Luce, Judith, Suzanne Bonefas, and Susan Bonvallet, eds. 2001. Special Issue: Classics and Technology. CALICO Journal 18.2: 207-403.
Features a review of fifty years of classical computing, a description of a virtual classics department (Sunoikisis), articles on VRoma and Perseus, a collaborative project (high school and university) teaching Roman drama, Latin grammar drills, annotated intermediate Latin texts, and beginning ancient Greek.
Felix, Uschi, ed. 2003. Language Learning On-line: Towards Best Practice. Lisse: Swets and Zeitlinger.
Includes essays on optimizing web course design for language learning; servers, clients, testing, and teaching; engaging the learner; MOOs and virtual worlds as arenas for language learning; and using internet-based audio-graphic and video conferencing for language teaching.
Pennington, Martha C., ed. 1996. The Power of CALL. Houston, TX: Athelstan.
Reviews CALL (Computer-Assisted Language Learning) research and how it fits in with other second language research, discusses networks, hypermedia, and concordancing in language teaching, and includes chapters on CALL and reading, writing, and spoken language skills.
Warschauer, Mark, ed. 1996. Telecollaboration in Foreign Language Teaching. University of Hawaii: Second Language Teaching and Curriculum Center.
Focuses on the networked classroom, and utilizing hypermedia, the World Wide Web, email, MOOs, and bulletin boards.
Teaching Greek
Genovese, E. N. 2001. “Linguatour: A Survey Course of Ancient Greek.” Classical World 94: 385-88.
Describes an eight week short course introducing ancient Greek to mature adults.
Kitchell, Kenneth F., Jr., Edward Phinney, Susan Shelmerdine, and Marilyn Skinner. 1996. “Greek 2000--Crisis, Challenge, Deadline.” Classical Journal 91: 393-420.
Reviews the study of Greek in the U.S., enrollments, textbooks, and curriculum goals, and asks how to improve the situation.
Reece, Steve. 1998. “Teaching Koine Greek in a Classics Department.” Classical Journal 93: 417-29.
Focuses on how to introduce Acts of the Apostles in the intermediate Greek curriculum.
Schork, R. J. 1995. “Cebes’ Tablet as a Bridge-Text in the Greek Program.” Classical Journal 91: 65-69.
Touts the advantages of using Cebes’ Tablet, a first century CE allegory about the rocky road to true happiness, as an intermediate text that reinforces Greek grammar while reading an authentic text.
Winters, Timothy F. 2003. “Dedicated to Greek: Using Inscriptions in Elementary Greek.” Classical Journal 98: 289-94.
Offers specific suggestions for incorporating simple inscriptions into beginning Greek, such as the annual list of the Athenian war dead (demosion sema inscriptions) or dedications from the Athenian acropolis, as ways for integrating authentic texts into the classroom and stimulating discussions about Greek culture.
Professional Development
Organizations and Journals that focus on language teaching
American Classical League (ACL):
Audience: Latin and Greek teachers, K-16; publishes Classical Outlook.
American Council on the Teaching of Foreign Languages (ACTFL)
Audience: all foreign languages, all levels; publishes Foreign Language Annals.
Association of Departments of Foreign Languages (ADFL)
Audience: college/university; publishes ADFL Bulletin.
Classical Association of the Atlantic States (CAAS)
Audience: Latin and Greek teachers, K-16; publishes Classical World.
Computer Assisted Language Instruction Consortium (CALICO)
Audience: those who are interested in language teaching and technology; publishes CALICO Journal.
Classical Association of the Middle West and South (CAMWS)
Audience: Latin and Greek teachers, K-16; publishes Classical Journal; sponsors the Committee for the Promotion of Latin.
Classical Association of New England (CANE)
Audience: Latin and Greek teachers, K-16; publishes New England Classical Journal.
Joint Association of Classical Teachers (JACT)
Audience: Latin and Greek teachers, K-16; publishes JACT Review.
Teaching materials, bibliographies, resources for Latin and Greek teachers
Classics Technology Center on the Web. Ablemedia.
Contains teaching materials, learning resources, systems, and applications.
Edmunds, Lowell, and Shirley Werner. Tools of the Trade for the Study of Roman Literature. Rutgers University.
A good resource for finding information about the ancient world; provides citations of books and databases; areas include dictionaries, reference works, collections, and more.
Kazmierski, Sharon. Latinteach.
This website includes archives of Latinteach discussions as well as teaching guides, lesson plan ideas and projects, extensive set of links, reviews of textbooks, and other material of interest to Latin teachers.
Latousek, Rob. Software Directory for the Classics. American Classical League.
Scaife, Ross. University of Kentucky Classics.
Features links to a wide variety of organizations, discussion lists, and internet resources.
Siegel, Janice. Survey of Audio-Visual Resources for Classics. Stoa.org.
Searchable database.
Svarlien, Diane Arnson. “Children’s Books on the Ancient World: A Selective Bibliography.” University of Kentucky Classics.
A great list of books, both in English and Latin, that will appeal to children.
Searching for More Information
Liu, Alan. The Voice of the Shuttle: Web Page for Humanities Research. University of California, Santa Barbara.
Pantelia, Maria. Electronic Resources for Classicists: The Second Generation. University of California, Irvine.
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